The water cycle (age 7 to 9)

A big idea in chemistry is the idea of how substances behave and change, including how we can explain changes in the air, land and ocean. It is important for children to learn about how water moves through the environment, connecting sources of water on land including oceans, rivers, lakes and puddles with water in the air. Developing knowledge about the water cycle in primary education supports foundational learning in chemistry, geography and Earth sciences.

The water cycle is a key concept that connects to children’s everyday lives. Children can easily observe parts of the water cycle in action. Children are familiar with falling rain, flowing rivers and bodies of water such as ponds, lakes and the sea. Studying the water cycle encourages children to think critically about how water behaves in different states (solid, liquid, gas) and develop an understanding of evaporation and condensation. Research shows that children are able describe the visible movement of water but often fail to account for water when it is no longer visible. This progression toolkit focuses on the invisible processes starting with evaporation and condensation. By understanding these more challenging invisible processes, children should be better placed to evaluate existing representations of the water cycle.

Use diagnostic questions to identify quickly where children in your class are in their conceptual understanding. Then decide how to best focus and sequence your teaching. Use further diagnostic questions and response activities to move children’s understanding forwards.